ENGL 289 A: Business Writing

Course Modules | Assignments | Discussions | Zoom

ENGL289 provides instruction in the theory and practice of written, visual, and digital writing within business contexts. It satisfies the university general education requirement for a writing intensive course (C) English Composition and (W) Additional Writing. Offered: AWSp.

GE Requirements: 
English Composition (C)
Writing (W)

Course Description:

In ENGL289 Business Writing, we focus on the practice and study of a range of discourse employed in professional business situations to help prepare you for the different kinds of writing you will encounter in your professional lives. Understanding that business ideas and written documents are often intertwined, through writing, you form complex ideas and build relationships. Course content centers on communication as a management tool in business and as a personal skill with emphasis on the logical development of routine oral and written messages and reports. To think critically about these business communication practices, we’ll explore specific business writing techniques and strategies through

• in-class lectures, discussions, and exercises
• individual writing assignments
• workshops and peer review
• teamwork and collaboration. 

Why Should I take this Course?

The workforce is driven by new technologies, a rapidly changing economy, and the need to communicate with different and global audiences. Your ability to write clearly and effectively will be a vital skill regardless of your field of work. Strengthening these writing skills will give you the ability to create and maintain relationships, explain ideas clearly and effectively, and persuade others to take specific actions. You will learn how rhetoric, audience, and genre conventions improve your communication skills. Learning how to articulate your thoughts clearly, concisely, and plainly enhances the power of your writing. Similarly, learning to identify your objective, selecting appropriate formats, and adjusting your writing style accordingly to clearly communicate your purpose are sought after skills in the world of business. You’ll also learn by analyzing, writing, and revising a complete spectrum of business documents.

What Will I learn?

• Identify and apply communication theories and principles to achieve communication goals by evaluating purpose (of message), conducting audience analysis, and selecting the appropriate communication channel in various business contexts.
• Recognize, explain, and use the rhetorical strategies and formal elements of business communication genres (memos, letters, emails, research, and career documents).
• Participate actively in writing activities (individually and in collaboration) that model effective business communication in the workplace.
• Collect, analyze, document, and report research clearly, concisely, logically, and ethically
• Recognize and develop professional format features in print and multimedia modes, as well as use appropriate nonverbal and visual cues 
• Develop an understanding and awareness of ethical principles and intercultural and diversity factors that impact the communication process by analyzing and explaining ethical challenges and incidents in their cultural and organizational contexts
• Develop professional work habits, including those necessary for effective collaboration with other students and instructors

You will need these Resources

• Heather Graves; Roger Graves (2021). Business Communication: Rhetorical Situations
• Peter Cardon, Business Communication [older edition okay]
• Pdf Readings uploaded in Canvas
• NYT

Instructor

Instructor

	Josephine Walwema, PhD email: walwema@uw.edu Office: PDL A-IIG Office Hours: MW 2:00-3:30PM and by appointment

What are the Course Policies

Each week will constitute a new unit and related activities containing a combination of the following elements:

• Informal and formal writing-to-learn assignments
• Discussion Boards
• Collaboration & Group Work
• Research, analysis, and formal reports

Successful course completion requires access to and reading the current course resources and materials, actively participating in learning activities such as discussions, group projects, and completing all assignments and projects.

How will I learn?

Instructional methods will include lectures, writing-to-learn assignments, student-led and small group discussions, research exercises, and presentations.

Reading assignments typically appear in the syllabus on the date on which they are due. Aim to complete these readings before class that day. These reading guidelines help you make these connections:

• What did you read about (summary)?
• What have you learned from it (analysis)?
• How will you use what you read to meet your writing goals for the semester (use)?
• Connect it with something else you have learned up to that point in the readings, from a lecture, or another source (contextualize)

What are the Writing Expectations?

This is a writing intensive class and so be prepared to generate a lot of writing in the following ways:

Research. Understand and use various research methods and sources to produce quality documents, including:

• analyzing historical and contemporary contexts
• locating, evaluating, and using print and online information selectively for particular audiences and purposes
• triangulating sources of evidence

Document Design. Make rhetorical design decisions about documents (and other compositions), including:

• understanding and adapting to genre conventions and audience expectations
• understanding and implementing design principles of format and layout
• interpreting and arguing with design
• drafting, researching, testing, and revising visual designs and information architecture

Writing in Context. Analyze cultures, social contexts, and audiences to determine how they shape the various purposes and forms of writing, such as persuasion, organizational communication, and public discourse, with an emphasis on:

• writing for a range of defined audiences and stakeholders
• negotiating the ethical dimensions of rhetorical action

Collaboration. Working with others is a hallmark of professional & technical writing. Learn and apply strategies for successful teamwork and collaboration, such as:

• responding constructively to peers’ work
• soliciting and using peer feedback effectively
• managing team goals and conflicts constructively

Project Management

Project Management
understand, develop, and deploy various strategies for planning, researching, drafting, revising, and editing documents both individually and collaboratively

• select and use appropriate styles and technologies that effectively and ethically address contexts and audiences
• build ethos through voice, evidence documentation and accountability

Canvas. All coursework will be accessed and completed via the course canvas page. No emailed work will be accepted. Canvas has to have a record of all the work completed in the course.

Communicating with the instructor Please reach out to me via Canvas or UW email. Avoid using your personal mail for all course related purposes.

Community Norms

Working with others is a hallmark of professional writing. Learn and apply strategies for successful teamwork and collaboration, such as:

• responding constructively to peers’ work
• soliciting and using peer feedback effectively
• managing team goals and conflicts constructively

A commitment to writing as a process means you’ll be drafting, giving/receiving feedback, and revising based on your own assessment of how your writing should evolve. You should think of me as an asset in this regard: I am more than happy to meet with you one-on-one to work on your writing.

Have an open mind and willingness to contribute to our learning community!

Course Work and Attendance Policy

Canvas. All coursework will be completed via the course canvas page. Please plan to log into Canvas daily.

Communicating with the instructor Please reach out to me via Canvas or UW email. Avoid using your personal mail for coursework purposes.

This is an in-person class and therefore attendance is expected and is mandatory.

Excused absences: Our attendance policies are flexible only under specific circumstances. Excused absences are religious holidays, pre-approved professional activities, injury or illness of student or immediate family member. Verification of these events will be needed. Notification of anticipated absences must occur as early as possible.

Assignments and Late Policy

All assignments are due on the dates indicated and will be available the week prior and submitted through Canvas. Never via email. If you anticipate that your assignment will be late, please reach out to me ahead of time so we can work out some accommodation. My philosophy is to accept ALL your work as assigned and completed. Please ask for an extension if you need one. The assignments are broken down in these modules:

1. Fundamentals of Business Communication 25%
2. Genres of Business Communication 25%
3. Intercultural Communication 15%
4. Workplace Research 35%

Note:  If you meet the assignment deadline, then any time before finals week, you can redo ONE major assignment for a higher grade. This privilege does not apply to late assignments or requests made during finals week.

In addition to these formal assignments, there are five writing to learn assignments. These kinds of writing-to-learn activities are short, informal, and low-stakes writing tasks that help students think through key concepts or ideas presented in a course. These writing tasks will be held in class as group projects and are weighted towards the final grade. If you are absent when a writing to learn activity is taking place, you forfeit the grade for that task. 

Submitting Assignments to Canvas

Assignments are considered to be submitted when they are fully uploaded to Canvas. On Canvas, the due time is 11:59 pm. Do not wait until the last minute to submit an assignment, because uploads may take some time and you might miss the submission deadline.

If you cannot submit an assignment to the Canvas dropbox because it is locked, please DO NOT email the assignment to me or submit it as an attachment to a comment. While I can read these, I cannot offer feedback on assignments submitted in this way or use any associated grading rubric, and thus the assignment WILL NOT be graded.

Late Work Policy

All assignments have deadlines. An assignment or discussion is considered late if it is not posted by the stated deadline. Late work may be accepted up to 24 hours after a due date, except where otherwise indicated (typically, the final assignments of the semester must be submitted by the specified due date/time and no late submissions are accepted). Exceptions are made to this policy only in rare circumstances; for example, for a long illness. Please contact me regarding this.

If you anticipate that your assignment will be late, email me before the assignment due date to request an extension for the assignment deadline.

The request for extension should be sent in the form of an email from the Canvas inbox or student’s UW email account and includes: (1) a rationale for the request (i.e. why the student is not able to submit on time) and the specific assignment the student is requesting to make up. The final decision associated with the assignments and deadlines is at the discretion of the instructor.

Please keep an eye on each as the course progresses. If you need more time to complete an assignment, please contact me via your Canvas Inbox feature before the actual deadline. 

Grading Policy

Assessment will be based on general completion of the course assignments; your ability to apply the concepts we discuss in class; and engage with in the readings. You will also be assessed on overall progress and a thorough final report. Upon completion of grading, grades will be submitted in the canvas gradebook. Please monitor your progress by accessing the gradebook link.

A final compilation of grades will be based on this grading chart. According to the grading chart, you may choose to complete the listed assignments based on your desired course grade. If you aim to earn a 4.0, you have to complete ALL assignments according to the expectations.

Therefore, if the expectations for an assignment are unclear, please email me or bring this up in class so we can work together to ensure your success. There will be rubrics and points attached to each assignment to help you earn your desired grade.

A grade of “2.0” or better must be received in all Program in Writing and Rhetoric Courses for those courses to count toward the University's “C” credit

Academic Integrity

The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/

Here's what you can do to cover yourself against plagiarism or collusion:

• At any stage of your writing, keep your drafts, notes, papers, and research materials. If a question of plagiarism arises, you'll have a paper trail ( paper trails protect you in a variety of academic, public, and work-related contexts)
• Don't use editing services. Don't ask anyone, even family or friends, to edit your paper or help you write it. You need to do that work yourself.
• If you need additional help with your writing, contact the University Writing Center, UW Writes, where trained professionals are there to help you without colluding in plagiarism.
• Last but not least, ask me if you have any questions about honesty.

Technical Assistance

Technical Assistance All   technical support is provided by IT Connect:

📧Email: help@uw.edu
✆ Phone: 206-221-5000
💻Online: Send us a question

👤In-person: Walk-in locations

 Service Status 

Add/Drop. You are responsible for knowing to be aware of the university deadline dates for dropping the course.

Access and Accommodations

Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions.  Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS.  It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.

Religious Accommodations

“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy.  Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.

Course Evaluations

In the last week of the term, you will have an opportunity to complete surveys about the quality of instruction you have experienced in ALL of your courses including this one. I hope you take the time to complete them because they are an important form of feedback.

Student evaluations of teaching play an important role in the review of faculty every year. Still, we recognize that student evaluations of teaching may be influenced by unconscious and unintentional biases about the race and gender of the instructor. Studies show that women and instructors of color are systematically rated lower in their teaching evaluations, even when there are no actual differences in the instructors or in what students have learned.

As you fill out the course evaluations, please keep this in mind and make an effort to resist stereotypes about professors.  Take time to focus on the content of your course and teaching practices of your instructors (the assignments, the course text, the in-class material) and not unrelated matters (the instructor’s appearance or mannerisms).

The PWAC's Anti-Racist Pedagogy 

The Program in Writing Across Campus (PWAC) is committed to engaging with anti-racist pedagogies. These pedagogies may take various forms, such as curricular attention to voices, communities, and perspectives that have been historically marginalized inside and beyond academic disciplines; inclusive classroom practices; discussions of racism; and consideration of other forms of prejudice and exclusion. We believe that countering the cultures and practices of racism in an academic institution is fundamental to developing a vibrant intellectual community. The PWAC is happy to talk with you about your questions as well as to support student-led initiatives around anti-racist work, and we invite you to contact PWAC Program Director Megan Callow. If you’re interested in how teachers of English as a professional community have taken up anti-racist work, check out the National Council of Teachers of English Statement on Anti-Racism to Support Teaching and Learning.